Geometry.Net - Basic_A: At Risk Students

Dane County Trasition Schools | Home Page
Providing an environment that promotes the social, emotional, academic, and vocational growth and development of atrisk students. Mission statement, programs, typical student profile, participant feedback.
http://www.dcsc.org/DCTS/index.html

Extractions: Home About Us Program Features Our Kids Participant Feedback ... Contact Us The Dane County Transition School (DCTS) is an innovative charter school that serves 60 at-risk students, 14 to 20 years of age. DCTS is designed around specific program objectives that re-engage at-risk students into the learning process and help students realize that education is practical and functional to everyday living. Learn about our Workshops Launch Our
WileyEurope :: Against The Odds: How "At-Risk" Students Exceed Expectations
WileyEurope Psychology Clinical Psychology Child Adolescent Againstthe Odds How Atrisk students Exceed Expectations. Related Subjects,
http://www.wileyeurope.com/cda/product/0,,0787943851|desc|2550,00.html
ISBE EBD/PBIS Network Statewide Component
Supporting the needs of Illinois children and families with students who are or may be atrisk of emotional or behavioral disabilities.
http://www.EBDNetwork-IL.org/
WileyEurope Teaching Advanced Skills To At-Risk Students
WileyEurope, Teaching Advanced Skills to Atrisk Studentsby Barbara Means, Carol Chelemer, Michael S. Knapp.
http://www.wileyeurope.com/cda/product/0,,1555423930,00.html
McREL's Research Synthesis Focuses On At-Risk Students
March 1, 2003. McREL's Research Synthesis Focuses on Atrisk students.The No Child Left Behind Act of 2001 has focused attention
http://www.relnetwork.org/news/Feb03/10-MCREL.html

Extractions: March 1, 2003 The No Child Left Behind Act of 2001 has focused attention on the responsibility of schools and districts to help all children achieve at high levels. However, it is in classrooms that children receive the instruction and assistance that they need to meet standards. For this reason, teachers need access to practices that target children who are low performing or at-risk of failure. McREL's latest research synthesis, Helping At-Risk Students Meet Standards: A Synthesis of Evidence-Based Classroom Practices , addresses the following research question: What are effective instructional strategies that can be used in classrooms to assist low-achieving students? The synthesis provides evidence that supports the use of five strategies to help low-achieving students meet standards: cognitively oriented instruction, heterogeneous grouping structures, tutoring, peer tutoring, and computer-assisted instruction. Helping At-Risk Students Meet Standards: A Synthesis of Evidence-Based Classroom Practices is available online at www.mcrel.org
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Continuation facility for atrisk CPHS students lists curriculum, faculty, calendar of events and honor roll.
http://www.lausd.k12.ca.us/Owensmouth_HS/
Federal Funds To Help At-risk Students Drying Up
Federal funds to help atrisk students drying up. Saturday, January4, 2003. By DAVE BREITENSTEIN, debreitenstein@naplesnews.com. A
http://www.naplesnews.com/03/01/bonita/d880260a.htm

Extractions: Site sections... naplesnews.com bonitanews.com marconews.com Front Page Bonita Business Classified Community Conflict with Iraq Editorial Entertainment Florida Happenings At Home Local Marco Neapolitan Perspective Real Estate Search Shop Showcase Sports Travel Varsity Weather Special Reports Also inside... Archives AP Wire AP search Audio headlines Bonita Banner Crossword Comics Death notices Digital Digest FAQ Feedback Free e-mail Job listings Horoscopes Letters Lottery results Marco Eagle Movie listings Obituaries Police Beat Police scanner Postcards Staff directory Stock quotes Story search Soaps Subscriptions Tides TV listings Word Search Webcams Front page Classified GoShopNaples Bonita front ... help Saturday, January 4, 2003 By DAVE BREITENSTEIN, debreitenstein@naplesnews.com A federal grant that aided thousands of at-risk and problematic Lee County youths will be running out this spring, forcing the local school district to find alternative funding if administrators choose to continue many safety-based and early intervention programs. The three-year, $8.2 million "Building Resilient Individual Development through Guidance, Education and Support" grant officially expires after this semester, much to the dismay of educators whose students have benefited from the extra assistance.
Stoney Point High School
Continuation facility for atrisk students from CHS provides faculty profiles and educational goals.
http://www.lausd.k12.ca.us/Stoney_Point_HS

Extractions: Mr. Charles Close, affectionately know to students, faculty and staff as "Charlie" (yes, he's that cool!), has been the principal at Stoney Point since 1979 years. Originally a science teacher, Mr. Close has been with the LAUSD Options program since the very beginning. Joyua Bratten has been the Office Manager at Stoney Point since 1995. She comes to us from Mission High School, the Continuation High for San Fernando High School. Darleen Ewing is the newest member of our staff. She has been at Stoney Point since 1996. She replaces Mr. Tony Maurer, affectionately known to all as "Teacher Tony" who had been at Stoney Point 23 years. Tony retired in 1996 to a lovely home in Homer, Alasaka. We will all miss his wonderful sense of humor and outstanding ability to relate with students. Enjoy your golden years Tony!! Karen Hazama has been with Stoney Point since 1978. She enjoys a strong affiliation with CSUN's Art Department, and has partici pated in student art contests there with her Stoney Point art students. Recently several of her students won honors at the Options Art Festival.
CREDE - Teaching Science To At-Risk Students
Teaching Science to Atrisk students Teacher Research Communities as a Context forProfessional Development and School Reform. Final Report. Executive Summary.
http://www.crede.ucsc.edu/research/sd/4.1es.html

Extractions: Teacher Research Communities as a Context for Professional Development and School Reform Final Report Executive Summary Principal Investigators: Executive Summary Research Questions and Design (pp. 5-7) A core group of 12 teachers from urban schools with student populations that differed in terms of socioeconomic level, ethnicity, and first language participated in this research. Six taught in a two-way (English-Spanish) program, known as Amigos, grades 3-7. Two taught in a Haitian Creole bilingual program, grades 3-6. Two were science specialists in middle and high school, respectively. Two taught grades 1-2 and 3-4, respectively, to classrooms of largely native English speakers from diverse ethnic communities and widely differing socioeconomic levels. Conclusions (pp. 7-14)
Long Beach BLAST: Better Learning After School Today
Afterschool learning for at-risk children, collaborating with local colleges, businesses and community. Includes information on students Helping students dinner event.
http://www.lbblast.org/
CREDE - Teaching Science To At-Risk Students: Teacher Research Communities As A
Teaching Science to Atrisk students Teacher Research Communities as a Contextfor Professional Development and School Reform. Project 4.1 Overview.
http://www.crede.ucsc.edu/research/sd/4.1intro.html

Extractions: Executive Summary In first through seventh grade in bilingual classrooms, CREDE researchers examined in and out of school interactions of culturally and linguistically diverse students to find ways to improve children's encounters with academic literacies in school; in science in particular. Teachers and researchers collaborated to integrate teacher inquiry in (a) science and (b) children's ideas and discourse to discern ways to harness the affordances of different ways with words and ways of seeing that children from diverse communities bring to the study of science. high levels of participation by diverse students understanding of the scientific phenomena beyond the scope of the curriculum an expanded repertoire of sense-making practices relevant to science learning and teaching, and
Motivating The Unmotivated: Welcome To Effective Learning Resources Teacher Work
Offers teacher workshops teaching selfmotivation, self-discipline, and responsibility. Offered as a live or video class for educators of K-12 students at-risk, in special ed, alternative education, or behavior disordered.
http://www.motivatestudents.com

Extractions: "I can't" ? Having difficulty taking responsibility? Making poor decisions about their behavior? Join thousands of teachers, and other educators, who have attended a live Motivating the Unmotivated workshop, or taken the video class, and have learned practical ways to teach unmotivated students to continually motivate, encourage, reinforce and monitor themselves . These teachers have taught their students to develop a sense of responsibility, to make thoughtful decisions about their behavior and to build positive attitudes about school and themselves. Most teachers apply the strategies with whole classes and report that they see positive results throughout the entire class. You will leave this fast-paced, active
98-094 / Confronting The Odds: Students At Risk And The Pipeline To Higher Educa
Statistical Analysis Report Confronting the Odds students At risk and the Pipelineto Higher Education. December 1997. Comparisions Among Atrisk students.
http://nces.ed.gov/pubs98/98094.html

Extractions: NATIONAL CENTER FOR EDUCATION STATISTICS (NCES 98-094) Ordering information The purpose of this report is twofold. First, it aims to understand the critical junctures in the pipeline to college enrollment where at-risk high school graduates leave at substantially higher rates than their counterparts not at risk. Second, it identifies factors that contribute to at-risk students' successful navigation of the pipeline to college enrollment. Students at risk were defined as 1992 high school graduates who had risk characteristics that increased their chances of dropping out of high school. These included being from a single parent household, having an older sibling who dropped out of high school, changing schools two or more times other than the normal progression (e.g., from elementary to middle school), having C's or lower grades between sixth and eighth grades, being from a low socioeconomic status (SES) family, or repeating an earlier grade. About 58 percent of 1992 high school graduates had one or more risk factors; 32 per-cent had one risk factor, 16 percent had two, and 9 percent had three or more (table 1).
Home Page
Services at risk youth. Its focus is getting students caught up on credits through cyber high and independent study.
http://www2.visalia.k12.ca.us/packwood/
United Federation Of Teachers - Speech Chapter
In trying to balance caseloads of mandated and atrisk students,it is the IEP-mandated students who get priority for services.
http://www.uft.org/?fid=307&tf=1737
Project CDA
Project C.D.A. (Creating Dropout Alternatives), an alternative secondary school, was established in order to reduce the student dropout rate. This fully accredited, stateapproved school provides at-risk students with a variety of opportunities to learn life and employment skills, along with the core classes needed to earn their diploma.
http://www.sd271.k12.id.us/project/
Kuna Evening School
Offers high school courses for adults and atrisk students. Staff directory, application, and class schedule.
http://www.kunaschools.org/Eveningschool/

Extractions: At Risk form ... Schedule KUNA EVENING SCHOOL WEBPAGE W e lcome The Kuna Evening School is an alternative school that offers a second chance for students who have fallen behind. Any student who is not serving an expulsion and who assumes full responsibility for his or her attendance, behavior and academic effort is welcome. Our classes are taught in a setting that encourages student success. We have small classes. No class exceeds 18 students. The average class size is about 12 students. Longer class periods allow teachers more time to work with individual students. A positive learning environment is provided. We will not allow disruptive students to interfere with a student's opportunity to learn. Disruptive students are dismissed from school. C omputers are provided for all students. All major writing assignments can be done on a word processor. The Kuna Evening School is on a quarter system. Students can earn up to three semester credits in each of the four quarters of the academic year. A daytime summer term is also available. If you are a few credits behind or if you have been out of school and want to return, the Kuna Evening School may be able to assist you. Please check the appropriate web page links or call us at
Academy For Community Education (ACE)
Calendar, contacts, and information for this alternative high school for students returning to or at risk of dropping out of school.
http://www.dade.k12.fl.us/ace/
Fisheries Science And Management Research Group
Research by graduate students and postdoctoral fellows in fisheries management at Simon Fraser University on risk assessment and decision analysis. Includes projects, publications, collaborators, co-operative education, graduate program, funding, job prospects, news and events.
http://www.rem.sfu.ca/fishgrp/

Extractions: SFU Homepage The Fisheries Science and Management Research Group is part of the graduate program in the School of Resource and Environmental Management (REM) at Simon Fraser University (SFU), located in Burnaby, British Columbia, Canada. Our overall objective is to improve the understanding and management of fish populations through research on marine and freshwater systems, including not only fishes, but also marine mammals, invertebrates, and their habitats. Our research focuses on challenging scientific topics that are directly applicable to fisheries management. Graduate students in REM can obtain Master's or Ph.D. degrees that focus on applied fisheries science and management. In the REM graduate program , a unique interdisciplinary structure enables students to develop additional expertise in related areas such as resource economics, simulation modelling and statistics, risk assessment and decision analysis, benefit-cost analysis, environmental contaminants, conflict resolution, and environmental law. An optional Cooperative Education program allows REM students to gain work experience in a management agency or private firm before they graduate.
HGSE News: Against The Odds--How "At-Risk" Students Exceed Expectations
Janine Bempechat's new book, Against the Odds How 'Atrisk' students ExceedExpectations is released. Subject Areas Resources Special Sections
http://www.gse.harvard.edu/news/features/bempechatagain10301998.html

Extractions: Sister Ann Dominic Roach, Superintendent of Schools, Archdiocese of Boston Raymond's family immigrated to the United States from Mexico. Juggling multiple jobs as assembly-line worker, gas station attendant, house cleaner, and newspaper deliverer, his parents successfully put four children through college. For their part, Raymond and his siblings excelled in school and went on to successful careers. This is one family's story of success against the odds, of navigating the journey from working-class to middle-class status. In Against the Odds: How "At-Risk" Students Exceed Expectations (Jossey-Bass Publishers; Publication Date: December 1998), Janine Bempechat, an assistant professor of education at the Harvard Graduate School of Education, examines the lives of children who seem to defy the odds, giving parents, educators, and anyone interested in the well-being of children hope and inspiration as they strive for academic excellence in all our children. Drawing on a six-year study that closely followed more than one thousand high-achieving fifth- and sixth-grade African-American, Latino, Indochinese, and Caucasian students, Bempechat uncovers the family and school practices and attitudes that contribute to high achievement in at-risk children.

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